This document discusses how teachers can meet the diverse needs of students through differentiation in historical inquiry lessons. It begins by outlining the importance of differentiation according to the Australian Professional Standards for Teachers. It then discusses key aspects of differentiation including determining student readiness through pre-assessments, understanding student interests and learning profiles, and allowing choice in content, process and products. The document proposes that inquiry-based learning provides an effective structure for incorporating differentiation. It provides examples of how teachers can differentiate lessons based on student choice, pacing, resources and demonstration of learning. Finally, it provides a sample project for a Year 4 history lesson on the First Fleet that demonstrates differentiation using RAFT (Role, Audience, Format, Topic).

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Gemma Scarparolo, ‘A Differentiated Approach to Historical Inquiry,’ Agora 54:2 (2019), 8–14
How can teachers meet the diverse needs of students in
inclusive classrooms? How can they cater for students
who differ in their cognitive ability, physical ability – or
disability, levels of motivation and engagement, attention
span and personal interests? Classrooms have always
included students with diverse learning needs and
teachers have always sought to cater for some of these
diverse abilities. While practices such as ability grouping
and providing students with different levelled texts can
be useful, the most effective way to meet the diverse
needs of students is through differentiation.
Differentiation is featured in Standard 1.5 of the Australian
Professional Standards for Teachers:
Differentiate teaching to meet the specific learning
needs of students across the full range of abilities.1
This standard has increased teacher awareness of their
need to demonstrate evidence of effective differentiation,
but it doesn’t address what differentiation may look like
in practice or how teachers can incorporate it into their
classrooms. This article aims to provide primary school
teachers with some suggestions for how to provide
differentiatedlearning,basedoninquiry-basedpedagogy
in the primary history curriculum, including:
• using pre-assessment to inform planning to
proactively cater for diversity
• matching instruction, activities and resources to
students’ readiness
• building in student choice
• using flexible grouping
• removing barriers to learning
• capitalising on student interest
• allowing students to work in different ways.
Criteria for Differentiation
The basic principle underlying differentiation is that all
students can be catered for effectively in regular classes.
The most commonly cited author in this field, Carol Ann
Tomlinson, proposes that teachers differentiate learning
by modifying and adapting content (curriculum); process
A Differentiated Approach to
Historical Inquiry
How to motivate and engage students through differentiation in historical inquiry
Dr Gemma Scarparolo
Graduate School of Education, University of Western Australia
T

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(how students access and learn the content);
product (how students demonstrate what
theyhavelearnt)andlearningenvironment.2
She suggests that teachers should plan these
elements of differentiation by drawing
upon their knowledge of their students in
three key aspects: readiness, interests and
learning profiles.3
Readiness
In the context of differentiation, ‘readiness’
refers to a student’s knowledge and
understanding (as determined through pre-
testing) of upcoming content. It does not
refer to a student’s general ability, but rather
is a measure of a student’s prior knowledge
and exposure to the content.
Determining Readiness with Pre-tests
Pre-tests identify what students already
know. Without a pre-test, teachers begin
instruction at a random point that may not
match or meet the readiness levels of many
students. This can lead to off-task behaviour
or a lack of motivation and engagement.
For example, students whose pre-test
results indicate a high level of knowledge
and understanding for the upcoming
content may not need to participate in the
introductory teaching or initial activities.
Instead, they could be provided with the
opportunity to work at their own pace
and begin work on an activity to extend
and challenge their knowledge and
understanding.
It is useful for teachers to reflect on how
they administer pre-tests and what they
require students to do. Does the pre-test
exclude some students from demonstrating
what they really know? For example, does
the wording of the pre-test (and the level of
vocabulary and comprehension required)
exclude some students from answering
the question? Does it allow all students to
truly demonstrate the extent of what they
already know? If you give a multiple-choice
or cloze pre-test (where students fill in
the missing word in a sentence), students
with a lot of knowledge and understanding
cannot demonstrate the full extent of their
knowledge. Instead, consider pre-tests with
open-ended questions such as:
Tell me (in writing, through drawing or
verbally) everything you know or have
heard about (the olden days, the First
Fleet, the Gold Rush or Federation).
An open-ended question like this will
provide a more accurate picture of what
each student knows and understands.
Learning Profiles
Studentshavepreferencesforhowtheywork
and learn, and it is important to provide
activities that acknowledge and consider
these preferences. Some students prefer
to work in quiet spaces, while others learn
betterwhentheycantalktotheirpeerstoask
questions and share ideas. Other students
are more comfortable, and therefore more
efficient, if they sit on a beanbag or stand
up while they are working. Depending on
the activity, students may prefer to work
in pairs or small groups, or individually.
Teachers don’t need to give students choice
of how to work and learn in every lesson,
but should consider opportunities where it
may be helpful to offer choice to increase
student motivation, engagement, efficiency
and quality of work.
Assessment Considerations
Consider the purpose and aim of a piece
of assessment. Is it assessing students’
comprehension ability and written
communication skills, or their knowledge
and understanding of the historical content
or inquiry skills?
If the aim of the assessment is to assess
historical content, then it doesn’t matter
how students demonstrate this knowledge
in the assessment.
Consider whether you could offer students
the option of using assistive technology
(such as speech-to-text software) to increase
their opportunities to demonstrate what
they truly know, rather than what they
can communicate in a specified format or
medium. If you have some students who
T
1 Australian Institute of
Teaching and School
Leadership, Teacher
Professional Standards
(AITSL: Sydney, 2011),
www.aitsl.edu.au/teach/
standards.
2 Carol Ann Tomlinson, The
Differentiated Classroom:
Responding to the Needs of
all Learners, 2nd edition
(Alexandria, Virginia:
ASCD, 2014).
3 See the article by Wouter
Smets later in this issue that
explores these topics.
Dr Gemma Scarparolo
is an early career
researcher whose
research interests include
inclusive education and
inclusive teacher
practices which cater for
diversity (differentiation,
gifted education and
student voice). In the
Graduate School of
Education, Gemma
teaches in the Master of
Teaching (Early
Childhood, Primary and
Secondary) degrees in
core educational
psychology units,
differentiation and HASS
curriculum (Primary).

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dislike writing, you might increase their
engagement and improve the quality of
their work by allowing them to use text-to-
speech software. Consider students in your
class who may be learning English or have
a language-based difficulty or disability.
When students can demonstrate their
learning and understanding in a variety of
ways, including using assistive technology,
they can demonstrate what they truly know
and understand.
Interests
It is important for teachers to know their
students’ interests, both general (e.g.
gaming, sport, animals) and specific
(Minecraft, gymnastics, horses). By knowing
students’ interests, teachers can:
• make relevant connections between
student interests and subject content
where relevant
• select appropriate resources which may
increase student engagement.
Inquiry and Differentiation
within the History Curriculum
Differentiation is an inclusive practice that
aims to accommodate the diverse needs,
interests and learning profiles of students
while addressing the essential content of
the curriculum. The Australian Humanities
and Social Sciences (HASS) curriculum is
underpinned by inquiry-based pedagogy.4
Although a specific model of inquiry is not
identified in the curriculum, the ‘Inquiry
and skills’ strand content descriptions
present a broad inquiry cycle of questioning,
researching, analysing, evaluating and
reflecting, and communicating. An effective
inquiry generally includes the following
elements:
• generating student curiosity with a
strong hook, stimulus, or provocation
• providing opportunities for students to
ask questions
• support students to locate relevant and
appropriate sources and explicitly teach
them how to critically analyse sources for
authenticity, accuracy and relevance
• offering support and guidance as
students seek answers to their questions,
including analysing sources
• allowing time for students to make
conclusions
• providing opportunities for students to
communicate their findings.
Guided or Open Inquiry
The stages of an inquiry are usually similar,
regardless of the specific inquiry model.
However, there are different levels of
teacher and student input, depending on
whether the inquiry is ‘guided,’ ‘open’ or
somewhere in-between along the inquiry
continuum.5
The appropriate level of
teacher guidance depends on student age,
4 Australian Curriculum,
Assessment and Reporting
Authority, The Australian
Curriculum: HASS (ACARA:
Sydney, n.d.),
www.australiancurriculum.
edu.au/f-10-curriculum/
humanities-and-social-
sciences/hass/.
5 National Research Council,
Inquiry and the National
Science Education Standards:
A Guide for Teaching and
Learning (Washington, DC:
National Academies Press,
2000).

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6 Mandy Lupton, ‘Inquiry
pedagogy and the
Australian Curriculum,’
Primary and Middle Years
Educator 11: 2 (2013): 23–29.
7 Lupton, ‘Inquiry pedagogy
and the Australian
Curriculum.’
8 Rosemary Murray, Mary
Shea, Brian Shea & Rebecca
Harlin, ‘Issues in Education:
Avoiding the One-Size-Fits-
All Curriculum: Textsets,
Inquiry, and Differentiating
Instruction,’ Childhood
Education 81:1 (2004),
33–35: 33.
skills and previous experience with inquiry,
and the time and resources available. An
open, student-directed inquiry may be
difficult for young students or those with
little prior exposure or explicit teaching
of inquiry skills, so teachers may choose
to use a guided approach to inquiry-based
teaching while they develop these skills in
their students.
In primary schools, guided inquiries are
probably the most common form. The
teacher might begin the inquiry by posing
a broad question which addresses the
specific curriculum, then invite students
to pose their own questions.6
Alternatively,
the teacher could start with a hook or
provocation to stimulate student curiosity,
then pose a broad key inquiry question and
invite students to ask their own questions.
Initially posing a broad question, and
then asking for student questions, helps
make the inquiry topic manageable from
the teacher’s point of view while also
allowing students to incorporate their own
interests.7
An effective inquiry still includes elements
of explicit teaching of skills, such as drawing
an accurate timeline or explicitly teaching
students how to identify elements of bias
in historical texts. Ideally, however, an
inquiry will be driven by student questions
and interests, within the confines of the
curriculum. As some key scholars have
pointed out, ‘in an inquiry-based approach
to learning, questions of wonderment
become the driving force in designing the
what and how of instruction.’8
Inquiries can
be short or long, depending on the content,
time available, student interests and their
motivation and engagement.
Inquiry-Based Differentiation
Inquiry-based learning is a manageable
framework for differentiation. Both
differentiation and inquiry accommodate
diverse student interests (e.g. by students
posing and answering their own questions)
and encourage access to different resources
that cater for individual readiness and
interests, while still addressing the same
curriculum. Teachers can incorporate
differentiation into the curriculum by:
• providing students with opportunities to
pose and answer their own questions
• offering more student choice
• providing a variety of materials and
sources
• capitalising on student interest
• being flexible with how students work
and demonstrate what they have learnt.
Inquiry-based learning enables students to
choose the focus of their inquiry, the sources
that they use, the way that they learn the
content and how they present what they
have learnt. It enables differentiation of :
• content (the curriculum focus)
• process (how students learn the content)
• product (how students demonstrate what
they have learnt).
• The diagram above provides a graphic
representation of these elements.
Effective inquiry-based learning capitalises
on student interests, both broad and
QUESTIONING
Opportunities for
students to
Pose Questions
based on
Interest and Readiness
CONTENT
DIFFERENTIATION
RESEARCHING
Opportunities for
students to
Find Relevant Sources
based on
Interest and Readiness
CONTENT AND PROCESS
DIFFERENTIATION
ANALYSING
Opportunities for
students to
Analyse and Critique
Sources
based on
Readiness
CONTENT AND PROCESS
DIFFERENTIATION
EVALUATING AND
REFLECTING
Opportunities for
students to
Make Conclusions
based on
Interest and Readiness
CONTENT AND PROCESS
DIFFERENTIATION
COMMUNICATING
Opportunities for
students to
Choose How They
Demonstrate What They
Have Learnt
based on
Interest and Readiness
PRODUCT
DIFFERENTIATION
Broad inquiry
questions provided by
the teacher to address
the curriculum.
Stimulus/Provocation
provided by the teacher
to spark curiosity.
Opportunities for
differentiation in an historical
inquiry

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specific. Children are naturally curious
and with the right hook, stimulus, or
provocation, we can harness their curiosity
and provide them with the opportunity to
pursue answers to their questions. When
students are engaged, they become more
motivated, which is an integral part of an
effective inquiry. When teachers know
their students’ interests, they can stimulate
curiosity and generate genuine interest by
choosing suitable starting points for an
inquiry, based on the relevant curriculum.
Inquiry-based learning provides a platform
for teachers to provide open-ended or
guided investigations which allow students
to work at their readiness level. The teacher
can then guide, support and scaffold
students’ learning throughout the inquiry
as needed.
Choices for Differentiation
If teachers make all of the decisions in the
classroom – which text to use, which video
to watch, how students work or who they
work with – it can stifle student motivation
and academic achievement. Teachers can
provide choice and flexibility while still
meeting the curriculum requirements.
When offering students a choice of which
activities to complete, it is important that
each task should be interesting, authentic
and have an element of challenge – what
Tomlinson calls ‘respectful tasks.’9
When
students are provided with respectful tasks,
they can all be engaged to work within their
readiness level.
Building-in student choice is a key element
of making differentiation manageable.
Providing students with choice can increase
their engagement and motivation. However,
it is important to emphasise that teachers
still make choices where necessary and
appropriate, and they can still guide and
mentor those students who are making poor
choices to make better choices in the future.
As Tomlinson has pointed out:
Key motivators for learning are a voice
in the choice of topics, work that is
personally meaningful, and a feeling
of ownership of the task at hand.10
Differentiation Strategies
Although there is no prescriptive list
of instructional strategies to use for
differentiation, choice boards/tic-tac-toes,
menus and tiering are popular approaches.11
Another approach, which will be explored in
detail in the rest of this article, is the RAFT
(Role, Audience, Format, Topic) strategy.
Differentiation Choices
Activity Domain Aspect(s)
Which question they want to ask Content Interest and readiness
Which activities to complete Process Interest and readiness
What pace they work at Process Readiness
Which resources to use Content and process Interest and readiness
How they demonstrate what they have
learnt
Product Interest, readiness and
learning profile
Who they work with Process Interest and learning profile
How they work
(e.g. sitting at desk, using flexible
furniture, wearing headphones)
Process and learning
environment
Learning profile
Which assistive/adaptive technology
they use
Process Readiness
9 Tomlinson, The Differentiated
Classroom.
10 Tomlinson, Carol Ann, How
to Differentiate Instruction in
Academically Diverse
Classrooms, 3rd edition
(Alexandria, Virginia: ASCD,
2017), 95.
11 On menus, see Tomlinson,
How to Differentiate
Instruction; on tiering, see
Diane Heacox,
Differentiating Instruction in
the Regular Classroom: How
to Reach and Teach All
Learners (Minneapolis: Free
Spirit Publishing, 2012).

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Sample Project: Year 4 History
Narrative about the First Fleet
ThesampleprojectusesRAFTtodifferentiate
a creative writing task that addresses the
‘Stories of the First Fleet’ element of the
Year 4 History curriculum.
The First Fleet history narrative project
models differentiated inquiry. It relates to
Year 4 HASS in the Australian Curriculum,
focusing on content relating to the First
Fleet and incorporating communication
skills. It could readily be adapted to the
requirements of other history curricula.
Even small changes can be effective in
accommodating student differences. An
example is providing students with a
variety of texts when studying a particular
element of the History curriculum. For
example, in Year 4 the History curriculum
focuses on First Contacts, so teachers could
allow students to choose from relevant texts
such as Tom Appleby, Convict Boy by Jackie
French, The Little Wooden Horse or Beth: The
Story of a Child Convict, both by Mark Wilson,
or My Name is Lizzie Flynn by Claire Saxby
and illustrated by Lizzy Newcomb. Each
of these stories addresses the curriculum
content while accommodating students
with different reading and comprehension
levels. The texts also cater for different
student interests, with two concentrating on
girls, two on boys, and TheLittleWoodenHorse
specifically focusing on siblings.
Teachers will often ask, ‘What if the student
chooses poorly? Some of my students
would definitely choose the book that
they perceive to be the easiest or shortest,
especially some of the boys who are
reluctant readers.’ As teachers, we know
students sometimes make poor decisions,
whether it’s about who they work with or
how they behave. However, it is important
that they are allowed to make these
decisions so they can learn from them and
(hopefully) make better choices next time.
If a student is making what you consider
to be a poor choice, you might talk to them
about why another option may be better
for them. Although some students may
not choose wisely, providing choice does
generally lead to students becoming more
interested, engaged and motivated, and
this usually minimises some of the off-task
behaviour from disengaged students.
Choosing and engaging with a specific text,
as suggested above, can be accompanied
by explicit teaching of relevant concepts
which develop historical thinking, such as
significance, perspectives and empathy.
Students then need time to research,
Providing choice generally
leads to students
becoming more
interested, engaged and
motivated and this usually
minimises some of the
off-task behaviour from
disengaged students.
Relevant HASS and English Content
Descriptions
Stories of the First Fleet, including reasons
for the journey, who travelled to Australia,
and their experiences following arrival.
(ACHASSK085)
Communicating: present ideas, findings
and conclusions in texts and modes that
incorporate digital and non-digital
representations and discipline-specific
terms. (ACHASSI082)
Plan, draft and publish imaginative,
informative and persuasive texts containing
key information and supporting details for
a widening range of audience,
demonstrating increasing control over text
structures and language features.
(ACELY1694).
Source: ACARA, The Australian Curriculum

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12 Tomlinson, How to
Differentiate Instruction.
13 Heacox, Differentiating
Instruction in the Regular
Classroom.
14 Carol Ann Tomlinson and
Tonya R. Moon, Assessment
and Student Success in a
Differentiated Classroom
(Alexandria, Virginia: ASCD,
2013).
15 Rosemary Murray, Mary
Shea, Brian Shea and
Rebecca Harlin, ‘Issues in
Education,’ 35.
analyse, critique and evaluate relevant
sources, and an opportunity to demonstrate
evidence of what they have learnt.
RAFT Grid for Summative Assessment
A RAFT grid is an effective way to set a
summative task (product) that provides
students with some choice in how to
demonstrate what they have learnt. The
strategy takes its name from the different
categories included in the grid:
R Role
A Audience
F Format
T Topic
The grid features different writing
prompts for students to choose from, so it
differentiates through student interest.12
There are no rules about how many options
teachersprovideforstudents.Togetstudents
interested and engaged in the writing task,
teachers can consider students’ readiness
levels and interests when planning each
prompt within the RAFT. Choices provided
to students could be tiered (horizontally) in
readiness level or challenge.13
However, the
writing task is already catering for readiness
levels, because students will only write
within their own readiness level.
To ensure that no option looks easy or
boring to students, each option should
be interesting and include elements of
challenge. Teachers can also include
‘Student choice’ as an option in some spaces
in the grid, to allow students to negotiate
an element with the teacher. RAFT writing
prompts can be used with students of
any age and to address any element of the
History curriculum.
Assessment Criteria
Assessment criteria should be broad
so students have flexibility in how they
demonstrate what they have learnt. The
rubric in the sample assignment includes
deliberately broad criteria so each student’s
writing sample can be assessed using the
one rubric, regardless of the writing task
they choose.
Criteria can be the same across the different
prompts as long as the curriculum content
and writing genre are the same.14
In the First
Fleet assignment, each writing task requires
a narrative but the roles, audience and
topic differ. These options provide students
with choices to capitalise on their interest.
Readiness levels are accommodated as
there are no ceilings on what students can
achieve, as long as they meet the minimum
requirements outlined in the rubric.
Student interest in this flexible writing task
is likely to be much higher than when there
is one writing task for all students.
Conclusion
This article has provided an overview of
differentiated learning and specifically
of its application to historical inquiry.
Differentiation, as an inclusive practice,
provides a framework for removing barriers
to learning and increasing opportunities
for success for all students. When teachers
capitalise on student curiosity and allow
student questions to drive a differentiated
historical inquiry, teachers can:
Create a magic garden of learning
(the classroom), where each flower
(the learner) blooms (develops to
fullest potential) beautifully.15
The ‘First Fleet’ project.
The assignment can be
downloaded as a Word
document at
www.htav.asn.au/
curriculum/2019/agora-
2019-2-inclusion-and-
differentiation.

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First Fleet Narrative Assignment
Imagine that today’s technology was available during the time that the First Fleet set sail from
Portsmouth. Your task is to write a narrative from a particular person’s point of view. The narrative
should provide details of the person’s journey from Portsmouth, including interactions with other
passengers and experiences with the Aboriginal people upon arrival.
Role Audience Format Topic
12-year-old convict Best friend in
England
Picture book or comic
strip
It’s so hot here.
16-year-old convict Parent(s) Email or short story You wouldn’t believe the journey!
Convict guard Student choice
(family, friend,
former employer)
Student choice I hope that I can keep the colony under
control in these conditions.
Journalist English newspaper Newspaper article The journey, first contact and the first
week.
Choose one of the writing roles and create a narrative that addresses the relevant audience, format and
topic. Check the rubric to make sure that your narrative includes the required information:
• factual details (e.g. dates, significant people, the ship’s name)
• evidence of your knowledge and understanding of passenger experiences:
o before leaving home
o on a ship of the First Fleet
o upon arrival in Australia.
Remember that you are writing from the point of view of your chosen character role (e.g. 12-year-old
convict, convict guard), so use the first person (I, we). Your narrative should combine facts from primary
and secondary sources with your own imagination, including what you have learnt about this topic from
reading historical fiction. Think about the book that you read and its structure, and how it included facts
as well as other details which were created by the writer to make the story more interesting for the reader.
Assessment Rubric
Not yet Good job Well done Outstanding
The narrative must
include:
• factual details
(e.g. dates, a significant
person, the ship’s name).
You did not
include enough
factual detail in
your narrative.
You included some
relevant factual
details in your
narrative.
You included many
relevant factual
details in your
narrative.
You included many
relevant and
interesting factual
details in your
narrative.
The narrative must include
details about:
• the settings (Britain, the
ship and Australia)
• the events and the
character’s experiences
from leaving home to
their arrival in Australia.
You did not
include enough
information or
detail to make
your narrative
believable.
Your narrative
included some
basic details of the
settings, events and
character’s
experiences from
leaving home to
their arrival in
Australia.
Your narrative
included details
which accurately
captured the
settings, events and
character’s
experiences from
leaving home to
their arrival in
Australia.
Your narrative included
many relevant and
interesting details which
accurately captured the
settings, events and
character’s experiences
from leaving home to
their arrival in Australia.
Student feedback

9. C O N F E R E N C E
FRIDAY 18 OCTOBER 2019
CQ FUNCTIONS, MELBOURNE CBD
H I S T O R Y
Y E A R S
M I D D L E
‘I was particularly pleased to see
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with special needs actively engaged.’
medieval ◆ education
Ancient & Medieval Incursions
Bringing the Middle Ages
and Ancient World to life
with hands-on participatory
education
www.medieval.com.au
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‘Thanks for a fantastic day of
interactive activities.The kids wrote
volumes of information afterwards
based on what they had learnt.’